Differences between high school Hispanic and non-Hispanic students on the social emotional competencies and perceived reading achievement
Abstract
The purpose of this study was to examine whether there were differences between Hispanics and non-Hispanics high school students on their level of social emotional competencies and academic learning after receiving support of academic and social emotional learning skills in an after-school SEL program. The participants of this study were 212 high school students in the southeast urban area of Texas, recruited from three school districts in 2018-2019. Both pre/post- surveys were administrated. The ANCOVA was used for investigation. The results indicated that there were statistically significant differences between the two groups on Hispanic and non-Hispanic students’ social emotional attitudes and behaviors as well as their self-perceived reading achievement after receiving support and skills from the SEL program.
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